Cognitiva.PT Multimedia software for intervention in specific reading and writing disorders

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1 Cognitiva.PT Multimedia software for intervention in specific reading and writing disorders Manuela Torres Diez Fonos Salud Spain Electronic Journal of Research in Educational Psychology. No 2 (2),

2 Cognitiva.PT Multimedia software for intervention in Specific Reading and Writing Disorders Abstract This paper presents a Reading & Writing software program, Cognitiva.PT, for cognitive stimulation and rehabilitation of Specific Reading & Writing Disorders from a neuropsychological perspective. [Since this software is currently available only in Spanish, only the introductory aspects of this presentation are offered in English. If there is interest in access to an English version of the software itself, to a example of its application in a practical case, or simply more information in English, please contact the Journal at ] Keywords: multimedia software, specific disorders in reading/writing Presentation The reading and writing software program, Cognitiva.PT, deals with cognitive stimulation and rehabilitation of Specific Reading & Writing Disorders from the neuropsychological perspective, keeping in mind the diverse functional systems that are involved. The software development team was made up of a wide range of professionals specializing in various fields: psychologists, educators, speech therapists, computer programmers and designers. This ensures that the program has a solid foundation, efficient technology, and methodological effectiveness. The application of computer software is a new development, making possible in some aspects a qualitative leap in the areas of diagnosis, qualification and therapy for disorders. In no instance does Cognitiva.PT intend to replace the therapist; rather, it is an openended tool with which therapists can plan their therapeutic work according to their own methods and approach. The program simply facilitates and enhances their work. Cognitiva.PT fully meets all requirements deemed necessary for a cognitive rehabilitation program to be considered clinically useful (Franco, Orihuela, Bueno & Cid; 2000): -Flexibility: able to be adapted to the specific needs of each user -Simplicity: may be used with ease and without requiring continuous intervention from the specialist Electronic Journal of Research in Educational Psychology. No 2 (2),

3 Manuela Torres Díez -Utility: enables attainment of therapeutic objectives and allows for clear improvement in various higher functions -Accessibility: both from a financial point of view and with regard to its applicability and availability in any setting. Program Content The content of the program offers a perspective which integrates different processes involved in learning to read and write: Visual perceptive processes (visual input) Auditory-verbal perceptive processes (auditory input) Phonological or indirect route Phonological awareness Lexical or direct route Syntactic processes Semantic processes Strength and scope of the program The program is designed to serve as an open-ended tool for any working method, trend, or system, through the use of programming personally prepared by the therapist, or programming developed externally by other therapists and teams. In addition, the databases are sufficiently broad and well-structured, with a large variety of exercises, allowing the therapist to draw up treatment plans which are adapted to the characteristics of the subject by age and pathology. Its intelligence engine manages the proposed plans in such a way that the development of exercises is auto-configured, adapting itself to student characteristics, while at the same time configurable by the therapist in certain aspects. This provides the program with extraordinary versatility in addressing diverse learning styles and therapies. Electronic Journal of Research in Educational Psychology. No 2 (2),

4 Cognitiva.PT Multimedia software for intervention in Specific Reading and Writing Disorders The reading and writing program, Cognitiva.PT, can be applied in two areas and with two complementary perspectives: rehabilitation and stimulation, or enhancement, of cognitive processes involved in reading and writing. Program characteristics: The program offers: o A chance to work on each process independently, according to needs determined in the diagnosis which must be performed prior to intervention o Great flexibility and adaptability to the needs of each pupil o Interactivity to a greater degree than in any other software o Automatic, immediate feedback of results and error treatment o Recording of results, enabling the generation of exhaustive progress reports covering the rehabilitation sessions o Aesthetic and functional design that facilitates use and comfort, always maintaining quality and balance in the pace, proportion and integration of the various elements: image, sound, times, interactivity, etc. o A high degree of autonomy, freeing the therapist from a large number of tasks, often tedious due to their highly repetitive nature. For more information, see Spanish version of the article in this Electronic Journal, or contact Electronic Journal of Research in Educational Psychology. No 2 (2),

5 References Artigas-Pallarés, J. (2002). Problemas asociados a la dislexia. [Problems associated with dyslexia.] Rev. Neurol., vol. 34, supl.1, S7-S13. Borzone, A.M.(1984). Fonética experimental y psicolingüística. [Experimental and psycholinguistic phonetics.] Rev. Logop. Fonoaud.,vol. IV, nº 1, Bosch, L. & Herrero, T. (1988). Discriminación auditiva y análisis de los componentes fónicos de las palabras. [Auditory discrimination and analysis of the phonic components of words.] Rev. Logop. Fonoaud., vol. VIII, nº 3, Castaño, J.(2002). Aportes de la neuropsicología al diagnóstico y tratamiento de los trastornos de aprendizaje. [Contributions from neuropsychology to the diagnosis and treatment of learning disorders.] Rev. Neurol., vol. 34, supl.1, S1-S7. Correig, M. & Jiménez, I.(1989): Papel de la fonología en la preparación de los niños para la lectura y escritura. [The role of phonology in children s preparation for reading and writing.] Rev. Logop. Fonoaud., vol. IX, nº 4, Cuetos, F., Rodríguez, B., & Ruano, E. (1996). PROLEC. Batería de evaluación de los procesos lectores de los niños de Educación Primaria. [PROLEC. Battery for evaluating reading processes in primary schoolchildren.] Madrid: TEA. Del Río, D. & López-Higes, R. (2003). Especificidad del área de Broca en la comprensión de oraciones. [Specificity in the Broca area in understanding sentences.] Rev. Logop. Fonoaud., vol. 23, nº 3, Escoriza, J.(1990). Origen y supuestos básicos del enfoque psicolingüístico de la lectura. [Origin and basic assumptions of the psycholinguistic approach to reading.] Rev. Logop. Fonoaud., vol. X, nº 4, Escoriza, J., & Barberán, C. (1992). Intervención educativa a nivel de comprensión del principio alfabético (I). [Educational intervention to address comprehension of the alphabetic principle. (I)] Rev. Logop. Fonoaud., vol. XII, nº 1, Electronic Journal of Research in Educational Psychology. No 2 (2),

6 Cognitiva.PT Multimedia software for intervention in Specific Reading and Writing Disorders Escoriza, J., y Barberán, C. (1992). Intervención educativa a nivel de comprensión del principio alfabético (II). [Educational intervention to address comprehension of the alphabetic principle. (II)] Rev. Logop. Fonoaud., vol. XII, nº 2, Etchepareborda, M.C. (2002). Detección precoz de la dislexia y enfoque terapéutico. [Early detection of dyslexia and therapeutic approach.] Rev. Neurol., vol.34, supl. 1, S13-S23. Etchepareborda, M.C. & Habib, M.(2001). Bases neurobiológicas de la conciencia fonológica: su compromiso en la dislexia. [Neurobiological bases of phonological awareness: its involvement in dyslexia.] Rev. Neurol. Clin., vol. 2 (1), Franco, M., Orihuela, T., Bueno Y. & Cid. T. (2000). Programa Gradior. Programa de evaluación y rehabilitación cognitiva por ordenador. [Gradior Program. Computer program for evaluation and cognitive rehabitation.] Valladolid: Edintras. Fernández, M. & Ramos, F.(1991). El aprendizaje de la lectura. Reflexión sobre la validez de los modelos explicativos actuales. [Learning to read. A reflection on the validity of current explicatory models.] Rev. Logop. Fonoaud., vol. IX, nº 2, Junqué, C.(1992). La neuropsicología clínica: evolución de una especialidad. [Clinical neuropsychology: evolution of a specialty.] Rev. Logop. Fonoaud., vol. XII, nº 3, Junqué, C. y Barroso, J. (1999). Neuropsicología. [Neuropsychology.] Madrid: Síntesis. Junqué, C., Bruna, O. & Mataró, M. (2003). Neuropsicología del lenguaje. Funciona-miento normal y patológico. Rehabilitación. [Neuropsychology of language. Normal and pathological functioning. Rehabilitation.] Barcelona: Masson. Lozano, A., Ramírez, M. & Ostrosky-Solís, F. (2003). Neurobiología de la dislexia del desarrollo: una revisión. [Neurobiology of development dyslexia: a review.] Rev. Neurol., vol. 36, nº 11, Manning, L. (1992). Introducción a la neuropsicología clásica y cognitiva del lenguaje. Teoría, evaluación y rehabilitación de la afasia. [Introduction to classical, cognitive neuropsychology of language. Theory, evaluation and rehabilitation of aphasia.] Madrid: Trotta Electronic Journal of Research in Educational Psychology. No 2 (2),

7 Manuela Torres Díez Martín, M.P. La lectura. Procesos neuropsicológicos de aprendizaje, dificultades, programas de intervención y estudio de casos. [Neuropsychological processes of learning, disabilities, intervention programs and case studies.] Barcelona: Lebón. Molina, S., Sinués, A., Deaño, M., Puyuelo, M., & Bruna, O.(1998). El fracaso en el aprendizaje escolar (II). Dificultades específicas de tipo neuropsicológico. [Failure in school learning (II). Specific disabilities of a neuropsychological type.] Málaga: Ajibe. Muñoz, M.D. (2003). Rehabilitación de la lengua oral y escrita. Bases neuropsicolingüísticas. [Rehabilitation of oral and written language. Neuropsycholinguistic bases.] Madrid: CEPE. Narbona, J. & Chevrie-Muller, C. (1997). El lenguaje del niño. Desarrollo normal, evaluación y trastornos. [Child language. Normal development, evaluation and disorders.] Barcelona: Masson. Nespoulous, J., Roch, A. & Puel, M.(1982). Lingüística y semiología afásica. [Linguistics and aphasic semiology.] Rev. Logop. Fonoaud., vol. II, nº 4, Nicasio, J. (1998). Manual de dificultades de aprendizaje. Lenguaje, Lecto-Escritura y Matemáticas. [Learning disabilities manual. Language, reading & writing, and mathematics.] Madrid: Narcea. Parkin, A. (1999). Exploraciones en neuropsicología cognitiva. [Explorations in cognitive neuropsychology.] Madrid: Médica Panamericana. Peña Casanova, J. & Barraquer Bordas, L. (1982). Sobre la representación del lenguaje en el cerebro. [On the representation of language in the brain.] Rev. Logop. Fonoaud., vol. I, nº 3, Peña-Casanova, J.(1991). Programa integrado de exploración neuropsicológica. Test Barcelona. Normalidad, semiología y patologías neuropsicológicas. [An integrated program of neuropsychological exploration. Barcelona Test. Normality, semiology and neuropsychological pathologies.] Barcelona: Masson. Puyuelo, M. & Rondal, J.A. (2003). Manual de desarrollo de alteraciones del lenguaje. Aspectos evolutivos y patología en el niño y en el adulto. [Manual on the developpment of Electronic Journal of Research in Educational Psychology. No 2 (2),

8 Cognitiva.PT Multimedia software for intervention in Specific Reading and Writing Disorders language alterations. Developmental aspects and pathology in the child and in the adult.] Barcelona: Masson. Quintana, L.(1988). La lectura en clase: ejercicios concretos para un objetivo específico. [Reading in class: specific exercises for a specific objective.] Rev. Logop. Fonoaud., vol VIII, nº 1, Recasens, M.(1992). Velocidad y comprensión lectoras: recursos didácticos. [Reading speed and comprehension: educational resources.] Rev. Logop. Fonoaud., vol. XII, nº 1, Rodríguez, M.C. (1990). Consideraciones sobre los inicios de la escritura [Considerations about the first stages in writing.] Rev. Logop. Fonoaud., vol. X, nº 2, Solé, I.(1989). La enseñanza de la lectura a lo largo de la escolaridad. [Teaching reading over the course of the school years.] Rev. Logop. Fonoaud., vol. IX, nº 4, Soriano-Ferrer, M. (2004). Implicaciones educativas del déficit cognitivo de la dislexia evolutiva. [Educational implications of the cognitive deficit of developmental dyslexia.] Rev. Neurol., vol. 38,supl 1, S47-S52. Vallés, A. (1998). Dificultades de aprendizaje e intervención psicopedagógica. [Learning disabilities and psychopedagogical intervention.] Valencia: Promolibro Electronic Journal of Research in Educational Psychology. No 2 (2),

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